CICC's Los Niños Bien Educados Program (LNBE)
is the country's first culturally-adapted, or
transculturated, parenting skill-building program designed expressly for Latino American parents.

LNBE's initial development in the late 1970's and early 1980's was stimulated by criticisms
of the then-existing parent training programs that they were insensitive to the unique
histories, values and traditions of Latino American parents.

The main programs that existed at that time
included two programs that had become relatively popular with the general
population of parents, the Humanistic psychology-based Parent Effectiveness Training Program
(P.E.T.) which taught such parenting skills as active listening and
I-messages, and the Adlerian psychology-based Systematic Training for Effective Parenting
Program (STEP)
which
taught the use of such skills as logical and natural consequences, and how to conduct family problem
solving meetings.

The then-existing programs also included several
that were based on behavioral or social learning theory and which taught a
variety of child management skills like behavior-specific praise, time out
and the use of special incentives or home token economies. There were
several behavioral programs existing at the time, some of which were
geared for use with one family at a time and some, like the Confident Parenting
Program, that were designed for use with groups of parents.
All of the behavioral parenting programs were initially created for use with parents whose children
were behaviorally, emotionally or developmentally disordered or challenged, and they were mainly
delivered in clinical settings.

CICC was extremely familiar with P.E.T., STEP and
Confident Parenting as it had created a
national model instructor training program, under grants from the National
Institute of Mental Health, to teach mental health, social service and
educational personnel to deliver these programs through their clinics,
hospitals and schools (Alvy and Rubin, 1981, Journal of Community
Psychology).

Though these programs had been translated in Spanish to make them accessible to monolingual
Spanish-speakers, they did not address child rearing issues that are specific to Latino Americans;
they did not honor and respect cultural traditions and values; and they did not teach their skills
in a culturally-sensitive manner.

In a culturally-adapted or transculturated version of a program, the entire program is reframed
within themes and values that are particular to a specific cultural group. New content or
instructional units are added to the program, which address child rearing issues or challenges
that are particular to that cultural group. And the parenting skills from the original program
are taught in a manner that makes them feel familiar to the group and its history.

For example, in the culturally-adapted version of
the Confident Parenting Program that
CICC created for the African American community, the teachings of that
behaviorally-based child management program were cast or framed within an
achievement orientation to raising African American children that stressed
the importance of cultural pride. That program also includes instructional
units that explore the slavery origins of certain disciplinary practices
that are common in many of today's African American communities, and the
program provides alternative practices that are designed to instill
self-discipline. That program (which is called CICC's Effective Black Parenting
Program)
also presents its basic parenting skills by using African proverbs so as to
ground the skills in the wisdom of the African ancestors.

In the case of the program being described here,
it too is a culturally-adapted or transculturated version of the
behaviorally-based Confident Parenting
Program. Here the teachings of the Confident Parenting were reframed around
the unique Latino American value of raising children to be "bien educados"
(well-educated in a social sense as well as an academic sense,
including knowing one's place in the family and being respectful of adults
and elders). New content regarding the meaning of "bien educados" was
added to the program, as were new instructional units on traditional
family roles and the types of acculturation adjustments that Latino
American families make to life in the United States. Additional content
that was not part of the original Confident
Parenting Program was also added, as was the use of Spanish proverbs
(dichos)
to help ground the teaching of the
program skills in a culturally and linguistically familiar mode.

The culturally-adapted program was called Los Niños Bien Educados
and its materials were translated
into Spanish. So, in this case, we have both a translated and transculturated program.

CICC developed LNBE during the same time in
history that it was developing its Effective
Black Parenting Program. But there were many differences in the
resources that CICC had available to develop and test both programs. CICC
first had a three year grant from the National Institute of Mental Health
to conduct the research that was needed to identify the cultural themes
and values that would be incorporated into the new programs (1979-1981).
That grant from the Minority Mental Health Branch of NIMH allowed for the
creation and field testing of an initial version of the
Effective Black Parenting Program, but not for the creation of what would become LNBE.
It did,
however, underwrite the research with Latino American parents that served as the basis for focusing
on the value of "bien educados" and for including coverage of traditional family roles and
acculturation adjustments.

That research included the use of projective, word
association measures to study cultural values, as such values are believed
to operate below conscious awareness and therefore must be explored
through the use of measures that are sensitive to unconscious processes.
It also included the use of parental reports about the practices they use
in disciplining and guiding their children's development. The research is
reviewed in the book, Parent Training Today:
A Social Necessity
that
was written by CICC's executive director, clinical child psychologist, Dr. Kerby T. Alvy. Dr. Alvy
was principal investigator of the NIMH research project.

That research project also brought together a
distinguished panel of Latino American behavioral and social science
researchers, educators and mental health experts. They provided
interpretations and expansions on the research findings, as well as
recommendations about which aspects of the Confident Parenting Program
to emphasize when developing the transculturated version.

The actual development of the transculturated
version had to wait for another few years, and it took place under very
different conditions than the further development of the Effective Black Parenting
Program.

The Effective Black
Parenting Program was refined and systematically tested with control
and treatment groups, and with multiple outcome measures that focused on
protective and risk factors, through a three-year, $850,000 grant to CICC
from the Prevention Research Branch of the National Institute on Drug
Abuse (1985-1988). The creation of the LNBE program, however, was done
under a small grant to CICC from the Mattel Foundation in the mid-1980's.
That modest grant allowed CICC to utilize the research from the earlier
NIMH project to reframe the Confident
Parenting Program, to create new instructional units and to include
the use of "dichos" in teaching parenting skills. An instructor's manual
and parent handbooks in English and Spanish were created. But the Mattel
grant did not include funding for the type of multiple-measure, controlled
study that the NIDA grant allowed with the Effective Black Parenting Program.

A good example of how the research that confirmed
the centrality of the value of "bien educados" was utilized in reframing
the Confident Parenting Program is as
follows. Confident Parenting teaches
parents how to pinpoint those troublesome child behaviors they want to see less of and to pinpoint
those they want to see more of, and then how to use behavior consequence skills to change the future
frequency of these "inappropriate" and "appropriate" child behaviors.

CICC reframed this basic strategy by having the
LNBE Program start with asking the parents their definitions of what "bien
educados" means (being respectful, etc.); having them turn their
general definitions into the specific behaviors they view as reflecting
when a child is behaving in a "bien educados" fashion (when he speaks
in a polite tone of voice to his parents or elders, etc.), and then
orienting the parents that the program will be teaching skills to help them bring out more of the
"respectful" behaviors of their children that they define as characteristic of a child who is "bien
educados". A similar procedure is used to help the parents define child behaviors that they see as
being reflective of a child who is behaving in a "mal educados" fashion, and here they are oriented
that the program will teach methods to diminish these "disrespectful" behaviors, etc.

So, in summary, the history of the LNBE Program began with the recognition of the need for a parent
training program that resonated with and reflected the values of the many Latino American parents
in the United States. New research was conducted to identify core values and issues that could be
incorporated into a transculturated version of a behavioral parent training program that had
already been shown to be effective in helping parents to enhance protective factors and reduce
risk factors for such problems as juvenile delinquency and substance abuse. The new research and
the recommendations of Latino American parenting scholars were used in creating the LNBE Program,
which is now one of the most widely used and widely accepted parenting programs in Latino American
communities nationwide.

Theoretical Assumptions and Outcomes Expected

All theories of problem behavior (whether they
are theories about the causes of substance abuse, juvenile delinquency,
gang participation, youth violence, and child abuse and child behavior
problems)
bring attention to the nature of relationship between children and their parents and to the ways that
parents raise children. Whether one assumes a theoretical perspective of a Social-Ecological,
Developmental or Ecological-Development nature, all perspectives implicate the child-parent
relationship and the quality of parenting as being important in whether a child does or does not
engage in problem behaviors.

CICC's LNBE Program draws on all of the
perspectives in its emphasis on providing parents with training to (1)
help them enhance the quality of their relationships with their children,
and to (2) employ parenting strategies and skills that research has shown
to be most helpful in raising pro-social, competent and healthy children.
For example, the LNBE Program teaches parents skills like Effective Praise
to help them become more warm and accepting of their children's
characteristics and abilities, and it teaches non-violent disciplinary
skills like Mild Social Disapproval and Time Out to help them to be firm
and fair in how they guide and supervise their children's development.
High parental warmth and acceptance mixed with firm and fair discipline
has been shown to be the most effective parenting pattern (the
authoritative parenting pattern)
for helping children to
become successful and healthy adults.

CICC's LNBE Program also draws on the idea that parenting programs that respect and honor one's
culture are not only maximally effective in getting parents to use the skills that they teach.
These programs also lead to a sense of group ownership and are seen as vehicles for advancing the
group as a whole, goals and outcomes that are unlikely with non-culturally specific interventions.

So the long range goals for program participants is to have them guide their children's development
away from delinquency, dropping out and substance abuse, and to also have them experience a sense of
pride in their heritage. Short-term goals are to reduce family risk factors for problem behavior and
increase family protective factors, as well as to reduce child risk factors and increase child
protective factors.

Targeted Populations: The LNBE Program was originally developed for Latino American parents of
children aged 2 to 12. However, since beginning the national dissemination of the program in 1988,
the program has been successfully used with teenage Latino American parents and their babies, and
with Latino American parents of adolescent children. Thus, its widespread usage has been with
parents whose children range from 0 to 18. It has also been used successfully with a wide range
of Latino-origin populations, including parents from Mexico, Cuba, Puerto Rico, Central and South
American, and with new immigrant groups, as well as with second, third and fourth generation groups.

The LNBE Program has become the program of
choice for hundreds of institutions nationwide that serve Latino
Americans. These institutions have different missions, including
institutions whose missions are substance abuse prevention, child abuse
prevention, delinquency prevention and school reform (see list of the
institutions nationwide that
have had their staff trained to deliver LNBE and other CICC programs
like Confident Parenting and Effective Black
Parenting. Approximately
30% of the institutions on this list had staff members trained to
deliver LNBE). Thus, nearly every type of
health and human service, educational and faith group has found LNBE to
be worthy of use. Depending upon the mission and clientele of these
groups, the program has been used in a Universal, Selected and Indicated
manner. The program has most frequently been used with Selected, High
Risk Populations.

Format: The complete LNBE consists of 12 3-hour
training sessions the last of which includes a graduation ceremony. It
has been delivered in a variety of settings: schools, Head Start
agencies, churches, mental health clinics, substance abuse agencies,
farm worker clinics, hospitals, counseling centers, etc. The complete
program is usually taught for small groups of parents (8 to 20) and the
parents are recruited from the populations that the sponsoring
institutions serve. The vast majority of LNBE Programs are conducted by
individuals who completed a CICC-sponsored 5-day instructor-training
workshop, where, in addition to learning how to deliver the complete
program, they learned a variety of recruitment and parent attendance
incentive strategies. Recently, a briefer version of the LNBE Program
was created (a one-day seminar version)
which is taught with large
numbers of parents (50 to 500).

Session Content: As has been indicated, much of the content of the LNBE was developed from
research with Latino American parents that was conducted as a necessary first step in determining
which parenting issues are most important and most specific to this cultural group.

Some examples of the research findings and the
new cultural content were mentioned earlier. In addition to the new
cultural content, several new general parenting strategies were created
(including a strategy whereby the parents learn the importance of
considering the causes of child behavior, and an approach to
understanding family expectations or rules which makes it easier for
parents to focus on children when they are following their
expectations). Coverage of such an
important topic as child abuse and proper parenting was also included. In addition, a variety
of Spanish proverbs or "Dichos" were added to the teaching of the program so that the skills
and strategies would be seen as reflecting the wisdom of the culture. Finally, additional
parenting skills were also added to the original Confident Parenting skills.

The Culturally-Specific Parenting Strategies,
the General Parenting Strategies (including strategies from the Confident
Parenting Program), the
Basic Parenting Skills (including those from the Confident Parenting
Program)
and the Special Program Topic that constitute the entire
LNBE Program are displayed below.

CICC's Los Niños Bien Educados Program Content

Culturally-Specific Parenting Strategies

Defining Bien and Mal Educados

Traditional Family and Gender Roles

Adjusting and Acculturating to the U.S.A.

General Parenting Strategies

Social Learning Ideas and Pinpointing and
Counting Behavior

Parental Functions and Responsibilities

Family Expectations are Like a Coin and
Family Expectation Guidelines

The Causes of Child Behavior and Considering the Causes Before and After You Act

Basic Parenting Skills Taught in a Culturally-Sensitive Manner, Using Latino American
Language Expressions and Dichos

Effective Praise

Mild Social Disapproval

Ignoring

Time Out

The Point System

First/Then

Show and Tell

Family Chat or Platica

Special Topical Coverage

Child Abuse Laws and Proper Parenting

Teaching Methods: A variety of teaching methods
are employed with an emphasis on role playing of skills in class before
having the parents use the skills at home with their children. Careful
research was done at arriving at the program's role playing methods,
which not only involve trainer demonstrations before role playing but
the breaking down of each parenting skill into its specific behavioral
components. Other teaching methods include brief lectures, the display
of all program content on transparencies, and home behavior change
projects. The trainer follows a fully scripted Instructor's Manual as
the program is
taught, and each parent receives a Parent
Handbook
that contains all of the content of the program and the homework assignments. The handbooks are
available in English or Spanish.

During the program, parents are encouraged to
bring in one or more members of their extended families to get an
appreciation of what they are learning and to gain support for it.
Toward the end of the program, the trainer encourages parents to
continue to meet for mutual support and skill enhancement booster
sessions as a La Raza Club.

Staffing Requirements: The program is designed
to be run by an instructor who has completed the intensive 5-day instructor
training
workshops
that CICC conducts in different cities
nationwide. The instructor is oriented to mobilize the assistance of
many others in implementing the program, including individuals and
groups who can provide child care, transportation, refreshments,
advertising, space, etc.

Instructor Qualifications: The ideal instructor is a bicultural, bilingual Latino American
with a positive ethnic identification, and with a background in child development, Latino American
studies, behavior modification, and group processes. Most instructors have undergraduate or graduate
degrees in such fields a social work, psychology, counseling or education.

The
initial evaluation of the LNBE Program that was done as part of the
mid-1980's grant from the Mattel Foundation was directed at very modest
goals, because that grant only made available very modest finances to
conduct an evaluation study (10% of a two year $115,000 grant). The emphasis
was placed on obtaining detailed reports from the parents on whether and how the program changed
their relationships with their children, and third party reports on changes in child behavior.

The measure that was used to explore relationship
changes, the Retrospective Assessment of Family Relationship
Questionnaire, was one of the many measures that were used in evaluating
the Effective Black Parenting Program(Myers, Alvy, et. al, 1992, Journal of Community Psychology). It was
administered during an in-home interview on a post test basis, and involved having the parents
rate whether their relationships had improved or deteriorated over the time period of the program
and having the parents describe what had changed and why. Third party reports were obtained from
the personnel at the schools where the programs were implemented.

The program was initially implemented in both public schools and Catholic schools in Los Angeles,
with parents of kindergarten age children and with parents of elementary school age children.
All of these children were from high crime rate, poverty areas. Their parents were of Mexican
or Central American descent, most of whom were newly immigrated to the United States and most of
whom were monolingual Spanish-speakers. Thus, most of the LNBE programs that were taught were
taught in Spanish.

A total of 58 parents enrolled in the programs, 36 of whom attended 8 or more class sessions
and were referred to as the High Attendance Group. The remaining 22 parents who participated
in 7 or fewer class sessions were referred as the Low Attendance Group. Another 9 parents
were interviewed but were unable to attend any class meetings: they constituted a Comparison
Group.

Results from the Retrospective Assessment of Family Relationships Questionnaire demonstrated
that both the High- and Low-Attendance Group parents perceived their relationships with their
kindergarten children as having improved significantly since the beginning of the program.
On the average, these parents perceived their relationships with these children as being either
better or much better, whereas the parents who did not attend the classes saw their relationships
with these children as being the same or getting worse over a comparable period of time.

The relationship changes with kindergarten
children described by the High-Attendance parents had to do with their
children becoming more cooperative and obedient at home (more "bien
educados").
The parents attributed these overall changes to the child-management skills learned in the program,
to the increased amount of attention they were paying to their children, and to their increased
ability or motivation to control their emotions or temper.

The translated quotes from parents in Table 1 give more of the flavor of what they and their
families gained out of program participation. The child behavior improvements that these quotes
reflect were also observed by many of the kindergarten teachers. The teachers, and the school
administration, were enthusiastic about the impact of the program and became its major advocates.

At about the same time in the late 1980's that
CICC was receiving this type of feedback about the LNBE Program, the
organization was involved in a strategic planning process about expanding
its work beyond the Greater Los Angeles Area were all of its research,
training and community service efforts had been carried out. Recall that
the non-profit CICC had already developed, refined and successfully
evaluated a national model parenting instructor program for training
mental health, social service and educational personnel to deliver the P.E.T., STEP and
Confident Parenting Programs in their local
schools, clinics and agencies. It had also conducted research on the
effectiveness of these three programs with inner city Head Start parents,
the results of which suggested that the Confident Parenting Program was the most
appropriate for these parents. CICC had also developed and carefully
evaluated the new Effective Black Parenting
Program, and had created and initially evaluated the new LNBE Program, all within the Los Angeles area.

Table 1

Parental Explanations for Changes in
Their Relationships with Their Kindergarten Children
Parent A

Before she was a very disobedient child and I used to punish her but now if she doesn't obey me I tell her that
I don't like that. So I give her more attention and I say to her that I like when she helps me. I explain to
her that I can send her to her room, so everytime something happens I say to her that I'm going to send you to
her room. She answer, "Yes, I'll be quiet." I learned a lot in class. I think what my kids want is more
attention.

Parent B

When he was mad he used to hit his head and kick the floor, but not anymore. He stopped because I used a sheet
of paper that the teacher gave me to count how many times he was doing that so when he noticed I was doing that
he stopped. It got better because I let him know that I like other things he does, I let him know all the time.
Do this without punishing or screaming or spanking.

Parent C

Because she is the only girl. We always play and she helps me a lot. She defends me from her brother. Now
that I took the class I know how to talk to them and how to understand them. I learned the different methods
of how kids can obey me more.

Parent D

Before I never used to look at his papers from school, but now I have more time to do so. Because now I
always tell him that he is doing a good job, and that he can do better. I learned how to explain that he
can do a better job and to have better communication with him. He used to be very disobedient.

Parent E

Because we learned how to give more attention and what to do when he does something good or bad. Because
he likes to be rewarded. I learned a lot, especially how to praise the kids.

Parent F

Because before she used to be very disobedient but after I took the class I learned how to give her more
attention. I think I got better because of the attention I give her.

Parent G

I don't get as mad as I used to. He is behaving much better. I learned how to talk to the kids without
getting mad.

Parent H

Now she obeys me more, because of what the teacher teaches us. I also learned how to help my child with
his homework.

Parent I

He obeys me more and is doing much better in school. I used the techniques that I learned and I got
good results. I also learned how not to get excited.

Parent J

I learned how to educate my kid without spanking her.

CICC's Board decided to expand nationwide by
offering parenting instructor training workshops in different cities,
including workshops in the Confident
Parenting, Effective Black Parenting
and the LNBE program. One of the main reasons for this planned expansion
is that CICC had been asked by the new federal agency that was responsible
for mounting the "war on drugs" (the Office for Substance Abuse
Prevention which eventually became the Center for Substance Abuse
Prevention) to play a pivotal role in their effort to promote parent training as a major
strategy to reduce youth substance abuse.

The OSAP project was called "Parent Training Is
Prevention" and it included professional conferences in different regions
of the country to engage state and local drug abuse agencies in utilizing
parent training programs. CICC's founder and Executive Director, Dr. Alvy,
was asked to write a paper that provided a scientific justification for
using parent training as a strategy to help prevent drug abuse, and a
paper where he distilled from the research and clinical literature the
various roles that parents can play in preventing and treating drug abuse.
He was also asked to help in selecting the best available programs for
national replication and he recommended several programs including LNBE. (Dr. Alvy's writings and the
descriptions of the 23 selected programs including LNBE appeared in a 1991 OSAP monograph
entitled, sure enough, Parent Training Is Prevention).
Dr. Alvy was also asked to keynote the regional conferences, which were designed to
introduce the model programs to state and county agencies nationwide.

CICC agonized over whether to include the LNBE
Program in its national expansion, since it had not been as thoroughly
evaluated as either Confident Parenting
or Effective Black Parenting.
It decided to include LNBE because:

It is a behavioral parent training program, and
these types of programs were continuing to receive the most extensive
empirical support in studies all over the United States, and
particularly studies that targeted high risk families.

LNBE contains and teaches the behavioral child
management skills from the Confident
Parenting Program, and that program
had been carefully researched and shown to be quite effective.

CICC's other transculturated program, Effective Black Parenting, which also
teaches the Confident Parenting
child
management skills, had been carefully researched in a well-financed
prevention research study and had been shown to both enhance a variety
of family and child protective factors and to reduce a variety of family
and child risk factors.

Programs that address and are sensitive to the cultural values and traditions of the growing
Latino American populations were extremely scarce, and there was no other transculturated
behavioral parent training program on the horizon. In short, there was a great need for LNBE.

In addition, CICC reasoned that if the program wasn't effective or appropriate CICC would hear
about it from the people in agencies and communities who are trained to deliver it - and
especially from the state and county agencies who make the decisions to have their staffs
and contract agencies trained to deliver LNBE.

The program was presented at the regional conferences that were sponsored by the Office of
Substance Abuse Prevention. Several states became very interested and contracted with CICC
to conduct instructor training workshops. The first State was Illinois and its substance
abuse prevention division had CICC mount an initial workshop in 1989 in Chicago. They
systematically recruited five Mexican American, five Puerto Rican and five Cuban professionals
from local agencies to take the training workshop, as they wanted to know if the program would
be appropriate for these different Latino American groups. The participants agreed that the
program was a good fit, as its teachings had general appeal to all of the Latino American groups.
These instructors ran the program in their agencies and let the prevention division know that
the results with parents were highly satisfactory. The prevention division contracted with
CICC to run additional instructor workshop in different parts of Illinois.

The State of Kansas, which was experiencing an
influx of Latino Americans, was also very interested. Through its
statewide drug abuse prevention effort (which was initially called the
Kansas Family Initiative)
, it too contracted with CICC to conduct LNBE workshops and it too was pleased with the
results. It was so impressed by both the acceptance of the program by leaders in Latino American
communities and by parents who enrolled in LNBE classes that the state has made LNBE a centerpiece
of its drug prevention efforts and continues to have CICC run instructor training
workshops.

The Drug and Alcohol Department in California also learned about LNBE at the regional conferences.
Because of the Department's proximity to Los Angeles, it sent several prevention division staffers
to observe a LNBE program being run at a Los Angeles school. With this hands-on experience to
supplement the reports from the Mattel evaluation, they decided to underwrite statewide trainings
to prepare drug abuse, mental health and social service personnel to deliver the program.

Some of the individuals who were trained through this statewide effort were from the country's
largest public child welfare agency, the Los Angeles County Department of Children and Family
Services. They saw LNBE as being so relevant to their mission with Latino abusive families
that they incorporated the program into their new Latino Family Preservation Project, where
it not only won appreciation from the hundreds of Latino families who had a chance to take
it but it also won the department a national award for delivering culturally-relevant family
preservation services.

Another result of the California Statewide Training was that another country agency that had
staff members trained, the Santa Clara County Bureau of Alcohol and Drug Programs in Northern
California, conducted its own evaluation of LNBE. Their evaluation was accomplished by
researchers from Stanford University. Their 1991 study included the use of additional
instructional materials on substance abuse as part of the teaching of the LNBE Program.
The study used a pre-post test design and found out that parents who completed the majority
of the training sessions showed significant gains in knowledge of child development and
parenting skills, as well as significant gains in drug awareness knowledge.

Other organizations that have had their staffs trained to deliver LNBE, including almost all
of the Head Start agencies in Los Angeles County, also report that the program produces a
wide range of positive results and they continue to have more staff trained to deliver it each
year. In addition, other organizations that have incorporated LNBE into their everyday
services continue to earn awards for using the program, such as the Yakima Valley Farm
Workers Clinic in the State of Washington. They won a 1998 award from the National
Latino Children's Institute where LNBE was described as "one of the nation's most
innovative and outstanding programs for Latino children and their parents."

During the period of 2001 – 2004, additional studies were conducted on the impact of the
Los Niños Bien Educados Program with over 1,400 Latino American parents from Los
Angeles County. Classes and one-day seminar versions of the program were evaluated,
and a special focus group evaluation was conducted to provide an in-depth appreciation of
the meaning and importance of the program’s cultural content and emphasis.

To read and obtain a copy of the results of these more recent studies,
click here.

Instructor Training: The intensive 5-day instructor training workshop
prepares individuals to conduct the complete LNBE Program. Over 1000
instructors from the institutions listed
on the agency
document have already been trained through these workshops. These workshops are led by bilingual,
bicultural professional trainers-of-instructors who have run the program themselves and who have
received extensive training in conducting instructor training workshops.

The 5-day intensive workshops cover the entire curriculum of the program and provide opportunities
for the participants to deliver sections of the curriculum and to receive constructive feedback
from the trainer and other participants. These workshops are for 15 to 25 participants, and are
usually conducted for five days in succession. CICC schedules workshops in different cities on
an annual basis, and it also schedules workshops on an as-needed basis when a state or county
agency or a school district or church group contracts with CICC for a special workshop for their
personnel only.

The workshops are evaluated by the participants using standard evaluation forms. The trainer
also uses standard forms to evaluate each workshop participant. Successful participants
receive certificates of workshop completion.

The current fee per workshop participant is $975
which covers the cost of the 5 days of professional training and the
complete Instructor's Kit
of training materials. The price of the Kit is
currently $415.

Program Materials: The complete Instructor's
Kit includes a 360 page, fully scripted Instructor's Manual which contains the
curriculum for the complete program and technical assistance notes on
program implementation. The Kit also contains 85 Instructional Transparencies
to use in
teaching each program concept, strategy and skill, as well as to
illustrate the Latino proverbs that are used in teaching the program.
One copy of the Parents Handbook is
included in the Kit, as is Dr. Alvy's Parent Training Today book that contains
the history and evaluations of the program. The Kit also includes an
audiocassette and worksheets on Generating
and Maintaining Parenting Programs(which provides the latest
information on successful strategies to recruit and involve
parents) and attractive recruitment flyers to use in advertising
the program. Also included are Graduation
Certificates for parents.

Program Costs: Each parent who enrolls in a
LNBE class needs a Parents Handbook
($19) and each parent who enrolls in a one-day seminar needs a Parents Guide
($15). The other program
costs vary depending upon which institution sponsors the delivery of the class or seminar,
as each institution incurs different costs for marketing and advertising, space, refreshment,
child care, transportation, and instructor fees.